Jennifer Ansbach for “Using Memorials to Build Critical Thinking Skills and Empathy,” March 2016
In this timely article Ansbach asks students to challenge their views of iconic memorials and guides students through the challenges of creating a memorial that represents all. Her work demonstrates the important role English teachers play in helping students develop empathy. Ansbach requires her students to demonstrate rich critical thinking along with empathy, two qualities essential for students to possess as they grow up.
Jennifer Ansbach, NBCT, teaches high school English in New Jersey. Her work on creating empathy and building literacy practices has appeared in English Journal and English Leadership Quarterly. Blending her love of literature with her love of American Studies, Ansbach seeks to help students read the world around them and find a larger context for their own lives. She is active in her district’s professional development committee and is the PD chair for her local union association. Her book on taking charge of the evaluation process is expected from Heinemann in 2017.
Kiran Subhani for “Photos as Witness: Teaching Visual Literacy for Research and Social Action,” November 2015
In this article, Subhani helps students position themselves in both recognition of and creating a call to action using visual literacy. Subhani emphasizes the importance of visual literacy in today’s world as students are bombarded and bombard others with visual images. The article is thoroughly researched and provides thoughtful, guided plans for other teachers to incorporate this relevant and hands-on project in their own classrooms.
Kiran Subhani is an English teacher at New Trier High School in Winnetka, Ilinois. As an equity leader in her district, she is committed to integrating multiple voices, perspectives, and narratives into her curriculum and classroom. She also facilitates workshops designed to engage administrators, faculty/staff, and students in personal reflection and courageous conversations about issues of equity, diversity, and social justice. Her article, "Beyond Mirrored Worlds: Teaching World Literature to Challenge Students’ Perception of the Other," about a course she designed for her department's senior elective program, also won the Paul and Kate Farmer Award in 2007.
Chair: Caitlin Murphy, Hudson High School, MA
Janis Mottern-High, Twin Falls, ID
Courtney Morgan, Skyline High School, Idaho Falls, ID
Janet Atkins, Wade Hampton High School, Greenville, SC
Nominations are not accepted for this award.
Purpose: The award recognizes outstanding English Journal articles written by high school teachers.
Eligibility: The award shall be given once each year, covering issues published between September and July of the previous volume year. Entrants must be high school teachers and may include those on leave or not currently teaching. The editor of English Journal shall draw up the annual list of eligible authors and shall be the arbiter of eligibility. Up to two honorable mentions (runners-up) may also be named.
Award Criteria: The award shall be given annually to the authors of two articles written by teachers and published in English Journal. Book reviewers will not be eligible for consideration, but articles written for specific English Journal columns may be considered. Teachers currently on leave may be considered, as may former teachers presently not employed. In the case of co-authored articles, if one author teaches at a college or university and is therefore eligible for the Edwin M. Hopkins Award, the article will be considered for that award and not the Farmer Award.
Award Specifics: The award is announced by the award committee chair and presented by the journal editor at the Secondary Section Luncheon during the NCTE Annual Convention. The winner receives a plaque, $100 honorarium, complimentary registration for the NCTE Annual Convention, and a ticket to the Secondary Section Luncheon. Honorable mentions receive a certificate, complimentary registration for the NCTE Annual Convention, and a ticket to the Secondary Section Luncheon.
The award is named after Paul and Kate Farmer, founders and donors.
Past Winners: Full List of Past Winners
• Chris Gilbert, Henderson, North Carolina, “A Call for Subterfuge: Shielding the ELA Classroom from the Restrictive Sway of the Common Core.” November 2014
• Jennifer Rossuck, Albertville, Alabama, “My Year of Sports.” September 2014
• Michael Hoffman, Ann Arbor, Michigan, “Peer Response, Remixed: Authentic Peer Response through Audio Technology.” March 2015
• Alyssa Niccolini, Brooklyn, New York, "Precocious Knowledge: Using Banned Books to Engage in a Youth Lens.” January 2015
• Donna Canan, Kirkwood High School, Missouri, “I Hear America Sing: Promoting Democracy through Literature.” November 2013
• David Peter Noskin, New Trier High School, Winnetka, Illinois, for “Toward a Clearer Picture of Assessment: One Teacher’s Formative Approach.” September 2013
• Michael Pagliaro, St. Mary’s College of Maryland, “Is a Picture Worth a Thousand Words? Determining the Criteria for Graphic Novels with Literary Merit.” March 2014
• Jennifer Isgitt and Quentin Donnellan, Fossil Ridge High School, Keller, Texas, “Discussion-Based Problem Solving: An English-Calculus Collaboration Emphasizes Cross-Curricular Thinking Skills.” January 2014
• Michael Thier, Eugene, Oregon, “Cultural Awareness Logs: A Method for Increasing International-Mindedness among High School and Middle School Students.” July 2013
• Chris Gilbert, Henderson, North Carolina, “Changing the Lens: The Necessity of Visual Literacy in the ELA Classroom.” March 2013
• Steffany Comfort Maher, Kalamazoo, Michigan, "Using To Kill a Mockingbird as a Conduit for Teaching about the School-to-Prison Pipeline." March 2013
• Jim Burke, San Francisco, California, “Generating Minds.” July 2013
• Fahima Ife, Madison, Wisconsin, “Powerful Writing: Promoting a Political Writing Community of Students.” March 2012
• Shannon Falkner, Morristown, New Jersey, “Signs of Life’ in the High School Classroom: Analyzing Popular Culture to Provide Student Choice in Analytical Writing.” November 2011
• Brent McKown, Edmonton, Alberta, Canada, "Decoding Teacher and Student Identity with Jay-Z." November 2011
• Jennifer Ansbach, Lanoka Harbor, New Jersey, “Long-Term Effects of Bullying: Promoting Empathy with Nonfiction.” July 2012
• Kyle Vaughn, Richardson, Texas, “Reading the Literature of War: A Global Perspective on Ethnics.” July 2011
• Nancy Guillot Pearson, Sidell, Louisiana, “Classrooms That Discourage Plagiarism and Welcome Technology.” July 2011
Honorable Mention - John Day, Sugar Land, Texas, "Of Mice and Media." September 2010
• Susan Biondo Hench, Carlisle, Pennsylvania, “Shakespeare Troupe: An Adventure in Words, Fluid Text and Comedy.” September 2009
• Mary Kendrick, Charlotte, North Carolina, “Using Collaboration to Foster Progressive Discourse.” May 2010
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